THE CANTER MODEL Assertively Taking Charge THE CANTERS’ KEY IDEAS:
1. Teachers should insist on decent, responsible behavior from their students. Students need this type of behavior, parents want it, the community at large expects it, and the educational process is crippled without it.
2. Teacher failure, for all practical purposes, is synonymous with failure to maintain adequate classroom discipline.
3. Many teachers labor under false assumptions about discipline. They believe that firm control is stifling and inhumane. It is not. Firm control maintained correctly is humane and liberating.
4. Teachers have basic educational rights in their classrooms including: a. The right to establish optimal learning environments. b. The right to determine, request, and expect appropriate behavior from students. c. The right to receive help from administration and parents when it is needed.
5. Students have basic rights in the classroom, too, including: a. The right to have teachers who help them limit their in appropriate, self-destructive behavior. b. The right to have teachers who provide positive support for their appropriate behavior. c. The right to choose how to behave, with full understanding of the consequences that automatically follow their choices.
6. These needs, rights, and conditions are best met through assertive discipline, in which the teacher clearly communicates expectations to students and consistently follows up with appropriate actions but never violates the best interests of the students. 7. This assertive discipline consists of the following elements: a. Identifying expectations clearly. b. Willingness to say, "I need you to ..." and "I like that." ["I messages don't interfere with the pupil's positive self-esteem.” You are no good, why won't you behave," does interfere.] c. Persistence in stating expectations and feelings. d. Use of firm tone of voice. e. Maintenance of eye contact. f. Use of nonverbal gestures in support of verbal statements.
8. Assertive discipline enables teachers to do such things as: a. Say no, without feeling guilty. b. Give and receive compliments genuinely and gracefully. c. Express thoughts and feelings that others might find intimidating. d. Stand up for feelings and rights when under fire from others. e. Place demands comfortably on others. f. Influence students’ behavior firmly without yelling and threatening. g. Work more successfully with chronic behavior problems.
9. Teachers who use assertive discipline do the following: a. Employ assertive response styles, as opposed to non assertive or hostile response styles. b. Eliminate negative expectations about student behavior. c. Establish and communicate clear expectations for positive student behavior. d. Use hints questions, and I-message rather than demand for requesting student behavior. e. Use eye contact, gestures, and touches to supplement verbal messages. f. Follow through with promises (reasonable consequences, previously established) rather than with threats. g. Be assertive in confrontations with students, including using statements of expectations, indicating consequences that will occur, and noting why the action is necessary.
10. To become more assertive in discipline, teachers should do the following: a. Practice assertive response styles. b. Set clear limits and consequence. c. Follow through consistently. d. Make specific assertive discipline plans and rehearse them mentally. e. Write things down; do not trust the memory. f. Practice the broken record technique for repeating expectations. g. Ask school principals and parents for support in the efforts to help students.
THE CANTER MODEL
Assertively Taking Charge
THE CANTERS’ KEY IDEAS:
1. Teachers should insist on decent, responsible behavior from their students. Students need this type of behavior, parents want it, the community at large expects it, and the educational process is crippled without it.
2. Teacher failure, for all practical purposes, is synonymous with failure to maintain adequate classroom discipline.
3. Many teachers labor under false assumptions about discipline. They believe that firm control is stifling and inhumane. It is not. Firm control maintained correctly is humane and liberating.
4. Teachers have basic educational rights in their classrooms including:
a. The right to establish optimal learning environments.
b. The right to determine, request, and expect appropriate behavior from students.
c. The right to receive help from administration and parents when it is needed.
5. Students have basic rights in the classroom, too, including:
a. The right to have teachers who help them limit their in appropriate, self-destructive behavior.
b. The right to have teachers who provide positive support for their appropriate behavior.
c. The right to choose how to behave, with full understanding of the consequences that automatically follow their choices.
6. These needs, rights, and conditions are best met through assertive discipline, in which the teacher clearly communicates expectations to students and consistently follows up with appropriate actions but never violates the best interests of the students.
7. This assertive discipline consists of the following elements:
a. Identifying expectations clearly.
b. Willingness to say, "I need you to ..." and "I like that." ["I messages don't interfere with the pupil's positive self-esteem.” You are no good, why won't you behave," does interfere.]
c. Persistence in stating expectations and feelings.
d. Use of firm tone of voice.
e. Maintenance of eye contact.
f. Use of nonverbal gestures in support of verbal statements.
8. Assertive discipline enables teachers to do such things as:
a. Say no, without feeling guilty.
b. Give and receive compliments genuinely and gracefully.
c. Express thoughts and feelings that others might find intimidating.
d. Stand up for feelings and rights when under fire from others.
e. Place demands comfortably on others.
f. Influence students’ behavior firmly without yelling and threatening.
g. Work more successfully with chronic behavior problems.
9. Teachers who use assertive discipline do the following:
a. Employ assertive response styles, as opposed to non assertive or hostile response styles.
b. Eliminate negative expectations about student behavior.
c. Establish and communicate clear expectations for positive student behavior.
d. Use hints questions, and I-message rather than demand for requesting student behavior.
e. Use eye contact, gestures, and touches to supplement verbal messages.
f. Follow through with promises (reasonable consequences, previously established) rather than with threats.
g. Be assertive in confrontations with students, including using statements of expectations, indicating consequences that will occur, and noting why the action is necessary.
10. To become more assertive in discipline, teachers should do the following:
a. Practice assertive response styles.
b. Set clear limits and consequence.
c. Follow through consistently.
d. Make specific assertive discipline plans and rehearse them mentally.
e. Write things down; do not trust the memory.
f. Practice the broken record technique for repeating expectations.
g. Ask school principals and parents for support in the efforts to help students.